With Community School District #2 as our object of study, this paper examines the ways in which knowledge from the fields of educational policy and teaching and learning can be effectively combined. Our central claim is that, in the current era of high expectations and high-demand curriucla, those policies which most successfully influence the educational core will be those which begin with micro analyses of what is being taught and learned inside the classroom door and then trace backwards to implications for macro-district-wide policies.

Against a backdrop of increasing concern about promoting student achievement in science, this study examines the construction of science classes without science in an academically prestigious high school.

The author considers citizen action as an explanation for the decline of the traditional curriculum and the rise of a more practical differentiated curriculum in U.S. schools during the first half of the twentieth century.

By examining the images of America actually being conveyed in elementary, middle, and high school classrooms, the author considers how schools are serving the purposes of Americanization and assimilation at a time when the traditional study of America is being renegotiated.

This article explores the tensions surrounding multicultural literature for children and traditional literary values and considers the challenges posed for those concerned with the creation, production, distribution, and consumption of children’s literature.

Conservative movements are becoming more powerful in the United States. Yet there are few investigations of why people actually "become Right." We show how people "become Right" through their interactions with unresponsive institutions.

This article explores the principal elements of Goals 2000, the origins of the "new federalism," the education legislative record of the Clinton administration, and what further efforts are necessary to meet the needs of American students.

The ideology behind the educational justifications for a national curriculum and national testing can damage members of society who have the most to lose. This paper analyzes the conservative agenda, discusses connections between national curricula and testing, increasing privatization, and choice plans, and notes resulting patterns of differential benefit.

Kindergarten programs in public schools generally have an academic/ formal orientation or an intellectual/experiential orientation. This article highlights the fundamental differences between the two approaches by examining current curriculum, policy and staffing, and administrative practice regarding kindergarten.

This article traces the development of the Dick and Jane texts, examining the dominent intellectual and economic considerations of their authors and publishers in order to demystify their transmission of values, beliefs, and meanings.

The author responds to Laurel Tanner’s review of his book Building the American Community. There are three things about Tanner’s review that trouble the author: First, Tanner does not really tell potential readers what the book is about; second, she is neither particularly careful nor accurate in her criticisms; and third, she sets a tone for her review that is vindictive.

In responding to Tanner's book review, the author discusses why he thinks John Dewey’s curriculum work remained largely confined to the world of ideas and had relatively little impact on school practice.

Understanding our history means knowing what the hopeful influences on the curriculum were (in terms of democratic ends) as well as the harmful influences. Students can use this knowledge to distinguish what needs strengthening from what needs to be reckoned with in the present situation. Kliebard’s book has clear methodological implications for future work in curriculum history.

The "hard" use of authority to produce change confronts obstacles that transcend administrative strategies. This article presents a conceptual analysis of authority and its constraints and shows how current conceptions of democracy, evaluation, and authority are interdependent.

The problematic relationship of knowledge and social-political power, as it affects the standings and justification of educational authority, is probed. Ways in which knowledge claims may legitimately support some forms of authority in practice are discussed.

The author constructs two model theories about the phenomena of school censorship. The first he calls the conventional view, representing the view that seems characteristic of professional educators. The second, he calls the “censor’s” view. The purpose of these model positions is not to describe the viewpoints of any actual participants in any real disputes. Instead, the purpose is to understand the structure of the issue better.

A revolution in genetics is occurring, but when looking ahead, we must not romanticize the past. The social history of genetics, and American education's association with eugenics, make it necessary that we understand that both education and science are informed by social attitudes.

Powerful elites assume they embody rationality and see themselves as husbanders of a set of common values. Any effort to develop an educationally sound policy on the teaching of value issues must be tied to alterations in the existing distribution of power in our society. Several approaches are evaluated.

The educational reform movement of the 1950s and 1960s offered insight into the complexities and difficulites of current trends to implement educational change. Two efforts to change curriculum, "new mathematics" and "new social studies," show how the reform began and problems that were encountered.

Curriculum developers assume that tasks to be learned are basically procedural and can be broken down into component elements. This approach may be useful for managing instruction, but it can interfere with the quality of education. True proficiency does not depend on following rules and procedures.

An examination is made of dependency in the area of educational analysis and policy formation on the use of metaphorical thinking. A clarification is made of the conceptual difficulties that arise from the inability to understand the difference between the phenomenological world and the symbolic world.

Cambridge Journal of EducationCambridge Journal of Education publishes original refereed contributions on all aspects of education with a particular emphasis on articles that span the divide between academic researchers and teachers.

Elementary School JournalThe Elementary School Journal publishes original studies, reviews of research, and conceptual analyses for researchers and practitioners interested in elementary schooling.

FORUM: for promoting 3-19 comprehensive educationFORUM has for almost forty years been the pre-eminent focal point in the United Kingdom for topical and informed analysis - very often highly forthright and critical - of all aspects of government policy as it influences the education of children from primary through to higher education.

Journal of Curriculum StudiesThe Journal of Curriculum Studies publishes original, refereed contributions to the theory and practice of and policy-making for curriculum, teaching, and the assessment of schooling.

Journal of Educational ResearchThe Journal of Educational Research publishes manuscripts that describe or synthesize research of direct relevance to educational practice in elementary and secondary schools.

Review of Educational ResearchPublished by the The American Educational Research Association (AERA), RER presents critical, integrative reviews of research literature bearing on education. Such reviews include conceptualizations, interpretations, and syntheses of literature and scholarly work in a field or problem areas.

British Educational Research JournalThe British Educational Research Journal is an international medium for the publication of articles of interest to researchers in education and has rapidly become a major focal point for the publication of educational research from throughout the world.

Curriculum JournalThe Curriculum Journal is essential reading for all professionals wishing to influence future directions in education for the better.

Journal of Education PolicyThe Journal of Education Policy aims to discuss, analyze and debate policymaking, policy- implementation and policy impact at all levels of an in all facets of education. It offers a forum for theoretical debate, and historical and comparative studies, as well as policy analysis and evaluation reports. The journal also analyses key policy documents and reviews, relevant texts and monographs.

InterchangeInterchange, an externally refereed educational quarterly, embraces educational theory, research, analysis, history, philosophy, policy, and practice. The journal seeks to foster exchanges among practitioners, policy-makers, and scholars, and to provide a forum for comment on issues and trends in education.